Abstract
Background: Reach Out and Read (ROR) is a widely implemented evidence-based Literacy
Promotion (LP) intervention. Recent data has shown that there is variability in both
LP training for pediatric residents and implementation of ROR. However, little is
known about the perceptions regarding LP and the relationship with training.
Objective: To describe LP perceptions of pediatric and internal medicine/pediatrics
residents and faculty and determine the relationship between LP training and perceptions
of LP.
Methods: Faculty and residents at participating sites completed an anonymous online
survey on LP perceptions and training. Data were analyzed using descriptive statistics,
chi-square tests, and logistic regression modeling.
Results: 473 faculty and 1216 residents at 42 pediatric training programs participated.
Faculty vs resident status was a significant predictor of almost all perception questions.
Most faculty (65.3%) and residents (44.3%) completely agreed that it is the job of
pediatricians to assess and encourage reading (p<0.0001). Most faculty (69.6%) and
residents (51.5%) completely agreed that LP is as important as advice about car seats,
bike helmets, and “back-to-sleep” (p<0.0001). More faculty (65.8%) than residents
(46.6%) completely agreed with the statement “discussing sharing books with children
at health supervision visits can be an effective early intervention strategy,” (p<0.0001).
More faculty (34%) compared to residents (18.2%) completely agreed they felt confident
modeling reading for parents during the visit (p<0.0001).
Conclusions: Faculty status predicted most favorable LP perceptions, while continuity
clinic training and learning in-clinic from others predicted some favorable LP perceptions.
Keywords
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Article Info
Publication History
Accepted:
May 26,
2022
Received:
September 28,
2021
Edited by Dr. SzilagyiPublication stage
In Press Journal Pre-ProofIdentification
Copyright
© 2022 Published by Elsevier Inc. on behalf of Academic Pediatric Association
